Memory for Metaphors: Verbatim memory held for literal sentences vs. metaphors

Certain literary features of text (metaphor, idiom, etc.) are said to be foregrounded, or stand out from the surrounding text. Prior research (Miall & Kuiken, 1994) demonstrates that foregrounded text slows readers down, which is consistent with attention being grabbed. Do features of literary text, more specifically metaphors, improve memory as a result of being foregrounded? The present study investigated the effect of reading metaphoric phrases on reading time, memory accuracy, and decision times. We predicted that when a textual phrase was read as a metaphor, verbatim memory would be better retained than when that same phrase was read as a literal sentence. Fifty-four undergraduate students completed a measure of print exposure and read target phrases that were presented as either a metaphor or a literal sentence, depending on the prior context. Afterward, participants completed a memory recall task. The results of our analyses generally did not support our hypothesis. Additional research investigating these effects is suggested

Memory for Metaphors: Verbatim memory held for literal sentences vs. metaphors

Certain literary features of text (metaphor, idiom, etc.) are said to be foregrounded, or stand out from the surrounding text. Prior research (Miall & Kuiken, 1994) demonstrates that foregrounded text slows readers down, which is consistent with attention being grabbed. Do features of literary text, more specifically metaphors, improve memory as a result of being foregrounded? The present study investigated the effect of reading metaphoric phrases on reading time, memory accuracy, and decision times. We predicted that when a textual phrase was read as a metaphor, verbatim memory would be better retained than when that same phrase was read as a literal sentence. Fifty-four undergraduate students completed a measure of print exposure and read target phrases that were presented as either a metaphor or a literal sentence, depending on the prior context. Afterward, participants completed a memory recall task. The results of our analyses generally did not support our hypothesis. Additional research investigating these effects is suggested

Dysfluencies as intra-utterance dialogue moves

Ginzburg J, Fernández R, Schlangen D. Dysfluencies as intra-utterance dialogue moves. Semantics and Pragmatics. 2014;7

Estudios acerca del establecimiento de conexiones entre enunciados hablados: ¿qué pueden contribuir a la promoción de la construcción de una representación coherente del discurso por parte de los estudiantes?

The aim of this article is to provide an overview of how the establishment of discourse connections among spoken statements has been studied by approaches to discourse analysis and psycholinguistic studies, in order to highlight what variables appear to be important for understanding how comprehension of spoken discourse can be facilitated. The consideration of discourse analysis approaches allows us to think about the role of the establishment of discourse connections among speech acts in the classroom, the uses of contextualization cues by bilingual students, the identification of social and cultural notions in teachers’ discourse, and the interactional effects of teachers’ interventions. Preliminary psycholinguistic studies contribute to our understanding of the role of establishing causal connections and integrating adjacent statements through the presence of discourse markers in the comprehension of spoken discourse by college students. The results of these approaches and studies provide insight into students’ comprehension of classroom discourse, and hold the potential for implications for instruction.El propósito de este artículo es realizar un recorrido a través de enfoques de análisis del discurso y estudios de psicolingüística que han investigado el establecimiento de conexiones entre enunciados hablados, a fin de destacar las variables que parecen ser centrales para facilitar la comprensión. La consideración de los enfoques del análisis del discurso nos permitirán pensar acerca del rol del establecimiento de conexiones entre actos del lenguaje en el aula, las funciones de las claves de contextualización, la identificación de las nociones sociales y culturales en el discurso de los profesores, los efectos de las intervenciones de los profesores en la interacción con los estudiantes. Los estudios preliminares de psicolingüística contribuirán a nuestra comprensión del rol del establecimiento de conexiones causales e integración de enunciados adyacentes a través de marcadores del discurso por parte de estudiantes universitarios. La consideración de estos enfoques y estudios nos ayudarán a pensar acerca de las contribuciones que sus propuestas y métodos pueden hacer al enriquecimiento de nuestro entendimiento de cómo los estudiantes comprenden el discurso producido durante las clases.Fil: Yomha Cevasco, Jazmin. Universidad de Buenos Aires; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Broek, Paul van den. Leiden University; Países Bajo

Destabilized Artistry in the Rhetorical Presidency

The presidency was once a carefully scripted and carefully controlled site of speech production. Today’s media environment has not lessened efforts at control, but it has rendered these efforts increasingly difficult. Previously disruptive and disfluent ways of speaking now serve a useful role in presidential address, allowing mass-mediated audiences to apprehend the presidency in ways that appear to be more intimate and more authentic than careful scripting allows. In response to this new and fast-evolving rhetorical landscape, this essay develops an analytically, historically, and conceptually wide-ranging argument, inviting rhetorical scholars to supplement their abiding interest in traditional forms of presidential eloquence with a commitment to the study of presidential disfluency. Awkward pauses, verbal hiccups, botched colloquialisms, confessionals, and overly personalized speech all transgress the norms and expectations of presidential eloquence, allowing scholars to reflect on the longstanding, rhetorical discrepancy between presidential speech as it appears in the official historical record and presidential speech as mass-mediated audiences actually hear it